Effects of response format on diagnostic assessment of scholastic achievement
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Effects of response format on diagnostic assessment of scholastic achievement
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1992
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Abstract
The effect of response format on diagnostic assessment
of students’ performance on an algebra
test was investigated. Two sets of parallel, open-ended
(OE) items and a set of multiple-choice (MC)
items-which were stem-equivalent to one of the
OE item sets-were compared using two diagnostic
approaches: a "bug" analysis and a rule-space
analysis. Items with identical format (parallel OE
items) were more similar than items with different
formats (OE vs. MC). Index terms: bug analysis,
diagnostic assessment, free-response, item format,
multiple-choice, rule space.
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Previously Published Citation
Birenbaum, Menucha, Tatsuoka, Kikumi K & Gutvirtz, Yaffa. (1992). Effects of response format on diagnostic assessment of scholastic achievement. Applied Psychological Measurement, 16, 353-363. doi:10.1177/014662169201600406
Suggested citation
Birenbaum, Menucha; Tatsuoka, Kikumi K.; Gutvirtz, Yaffa. (1992). Effects of response format on diagnostic assessment of scholastic achievement. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/116159.
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